Jesús
de la Fuente Arias
Catedrático de Universidad
Universidad de Granada
Granada, EspañaPublicaciones en colaboración con investigadores/as de Universidad de Granada (20)
2024
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In memoria de Fernando Justicia Justicia
Electronic journal of research in educational psychology, Vol. 22, Núm. 62, pp. 1-10
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Relationship between regulatory processes and problematic social media use: A systematic review
Computers in Human Behavior Reports, Vol. 16
2023
2022
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A proposed protocol for the registration of evidence-based Educational Psychology programs
Frontiers in Psychology, Vol. 13
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Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students
Frontiers in Psychology, Vol. 13
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Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study
Frontiers in Psychology, Vol. 13
2021
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Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University
Frontiers in Psychiatry, Vol. 12
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Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students
Frontiers in Psychology, Vol. 12
2020
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Effect of levels of self-regulation and situational stress on achievement emotions in undergraduate students: Class, study and testing
International Journal of Environmental Research and Public Health, Vol. 17, Núm. 12, pp. 1-20
2019
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Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
Frontiers in Psychology, Vol. 10
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Implications of unconnected micro, molecular, and molar level research in psychology: The case of executive functions, self-regulation, and external regulation
Frontiers in Psychology, Vol. 10, Núm. AUG
2018
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Self-Regulation Questionnaire (SRQ) in Spanish adolescents: Factor structure and rasch analysis
Frontiers in Psychology, Vol. 9, Núm. AUG
2017
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Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students
Frontiers in Psychology, Vol. 8, Núm. FEB
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Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students
Frontiers in Psychology, Vol. 8, Núm. JUN
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Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students
ESE: Estudios sobre educación., Núm. 32, pp. 9-26
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Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion
Frontiers in Psychology, Vol. 8, Núm. APR
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Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch analysis
Frontiers in Psychology, Vol. 8, Núm. MAR
2014
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Bullying, personal self-regulation, resilience, coping strategies and engagement-burnout: Implications for an intervention with university students
Handbook on Bullying: Prevalence, Psychological Impacts and Intervention Strategies (Nova Science Publishers, Inc.), pp. 91-107
2008
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The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level
European Journal of Psychology of Education, Vol. 23, Núm. 3, pp. 355-372
1999
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Criterios de validez externa obtenidos para la escala ACRA- Abreviada con alumnos universitarios
Orientación e intervención psicopedagógica: libro de actas. Santiago de Compostela, 8 a 11 septiembre 1999